APLAN TO SUPPORT
AT-RIST YOUTH
TEACHERS DOING THEIR PART
Teachers work with a variety of students from various backgrounds.Students who come from the lowest of income, single parent homes,substance abuse homes, abusive homes, runaways, and kids withbehavioral problems.
Teachers spend a lot of time with students so the decisions we make,the words we say and the ACTIONS we take will make a difference!
COMMUNITY IMPACT
Community Involvement
School Involvement
PRESENTATION WITH APURPOSE
AT-RISK YOUTH
Poverty
Homelessness
Abusive Homes
Runaways.
Teen Pregnancy
Single parent Homes
WHO IS CONSIDERED AT RISK?
Domestic Violence Homes
Depressed
Mental and physicalabuse/neglect
Changes in Sexuality w nofamily support
AT–RISK YOUTH BEHAVIORS
Behaviors associated with being at-risk are fighting, skipping school, risky sexual behaviors andor partners, bullying, breaking rules and regulations, being arrested consistently, verbally andphysically abusive to others, depressed/ anti-social , and involved in drugs or alcohol . ThreePotential Short-and long-term implications of these behaviors on a student’s ability to achieveacademic success will decrease the efforts in which they are willing to remain in school. Youth whoare at risk and are verbally and physically abusive to others can possibly can be suspended fromschool for these behaviors in turn the youth will become discouraged and not return to school toachieve appropriate education. By definition, at-risk youth are already likely to be involved in anumber of risky behaviors, and the elimination of a structured school day, including having extra freetime, perpetuates these behaviors( National Center for School Engagement(http://schoolengagement.org)Werner, E., & Smith, R. ,1992). Working with youth is hard andworking with at risk youth is even harder for educators. adults may be less likely to attempt teachingactivities with aggressive and noncompliant children, who are generally more difficult when demandsare placed on them (Arnold, D. H., Ortiz, C., Curl, J. C., Stowe, R. M., Goldstein, N. F., Fisher, P. H.,& ... Yershova, I. ,1999).
ESTABLISHING NEWRELATIONSHIP
POSITIVE SCHOOL CLIMATES
Schools can assist in taking on the responsibility of making surethose administrators, teachers, and, staff are equipped and trained inworking with at risk youth. There should be programs where youthwho are at risk has a chance to continue on their success path withouthaving such severe consequences such as suspension. Involving youthin social skills groups or outside activities helps to engage them in theschool process and redirect their energies toward positive alternatives.
POSITIVE COMMUNITY
Support all youth of the community
Collaborates with schools, agencies, families, and youth
Safe, Fun, learning environments for
protective characteristics within the family, the school, and thecommunity systems that appear to facilitate the development ofresiliency in youth(Benard, B. ,1991).
HELPING AT RISK YOUTH
Mentor Programs
Community Service Activities for children and family
Community Youth Workers
Community Based- Programs
Community Meeting at the School
Community-School Self-esteem building events, forums, andclasses for parents, families, community, and youth at risk.
INTEGRATION OF FRAMEWORK
REENGAGEMENT is a process where students aren’t suspendedfrom school for their behaviors but remains in the school in order toreceive mental health such:
drug/alcohol treatment,
family/individual therapy,
anger management groups,
and character education components
SOLUTIONS/STRATEGIES
Program Goals: Collaborate Teachers, Community and Youth atRisk
Strategies: End Truancy, Allow Students to perform communityserve acts for consequence and learning opportunities
Approach: Allow students to perform community activities that willenhance team work, communication, and social skills. While in thisnurturing environment less attention is spend on bad behavior.
ACTIVITY!!ACTIVITY!!
ACTIVITY
Task 1 :Choose a group of three people
Person 1: Is the teacher
Person 2: The Community leader
Person 3: Choose a factor that makes them at risk; ex. Behavioralproblems, teen pregnancy, homelessness, abusive homes, etc.
ACTIVITY CONT.
TASK 2: Come up with a fun creative way to engage this particularyouth at risk in a learning experience in the community.
Lesson/Objective of Activity: Presented by the entire group
REFERENCES
Arnold, D. H., Ortiz, C., Curl, J. C., Stowe, R. M., Goldstein, N. F.,Fisher, P. H., & ... Yershova, I. (1999). Promoting academic successand preventing disruptive behavior disorders through communitypartnership. Journal Of Community Psychology, 27(5), 589
Benard, B. (1991). Fostering resiliency in kids: Protective factors inthe family, school, and community.
National Center for School Engagement. (n.d.). Serving at-riskyouth. Retrieved from http://schoolengagement.org/school-engagement-services/at-risk-youth